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This study aims to examine living preference and tenure among millennials, with a particular focus on the impact of ethnic and cultural diversity on housing outcomes including observed homeownership inequalities.

Using the individual panel data from three waves in American Housing Survey, 2015–2019, this study compares the likelihood of co-residing among Asian and Hispanic millennials with non-Hispanic white millennial peers. Furthermore, this study estimates the effect of co-residence on homeownership across generational and ethnic backgrounds.

This study finds a preference for coresident adult familial households among foreign-born Asian and Hispanic millennials, and US-born Hispanic millennials when compared to their non-Hispanic white millennial peers. The results are robust after considering neighborhood selection bias, affordability and education. The effect of co-residence on ownership is significant and positive, suggesting this living arrangement contributes to homeownership across all generational and ethnic groups.

Housebuilders should be aware of Asian and Hispanic millennials’ increased appetite for extended family living arrangements and consider increasing the physical size of affordable or workforce-oriented rental housing and new single family construction to accommodate more adult co-living arrangements.

This study provides a more comprehensive understanding of the role ethnic and cultural diversity has on millennial adult living preferences and its generational differences, which is not just “boomeranging” as identified by previous literature, contributing to the growing interest in the housing research on the effect of ethnic diversity and culture on millennials’ homeownership rates.

A comprehensive introductory workshop aimed at building student readiness for participation in project based group work is outlined. This article develops a rationale for teaching such a workshop and outlines a step‐by‐step approach complete with all necessary materials. The core of the workshop is a case developed by the authors, which draws upon the real life experience of a group of graduate students. Debrief questions are provided for the case from the student and faculty perspective. The workshop also contains an exercise aimed at surfacing students’ experiences of group work and a set of recommendations aimed at reducing problems in student project groups. This paper concludes that, along with other benefits, the workshop develops a strong normative framework for legitimising appropriate behaviour in student project groups.

This paper is concerned with behavioural responses to reviewed ground rents in New Zealand. The focus is on how freehold growth information is interpreted when considering reviewed ground rents on ground leasehold value.

Semi-structured interviews were conducted with ground leaseholders to inform the design of a controlled experiment. The interviews revealed that (a) purchasers tended to directly compare freeholds to ground leaseholds and (b) used rudimentary valuation methods. In the experiment, 40 property investors were requested to estimate the ground leasehold value close to the ground rent review time. Thereafter, 20 of the investors reassessed their ground leasehold value estimate using a projection of the future ground rent and a statement as to freehold growth (treatment). The control group of the remaining 20 investors received the estimate of the future ground rent only.

The tendency for higher treatment group valuations indicated the growth information was too available. Comparing ground leaseholds directly to freeholds, rather than thinking about the cost implications, is attributed to a manifestation of the availability heuristic.

The study involves a typical ground lease arrangement (as verified by experts) in the New Zealand market where there are few protections for ground leaseholders. These findings justify prohibiting new ground leases where the ground rents are set by reference to freehold land value.

This paper extends behavioural theory (availability heuristic) to explaining human interaction with ground leaseholds.

Through a survey of 200 employees working in five of the thirty establishments analysed in previous research about the microeconomic effects of reducing the working time (Cahier 25), the consequences on employees of such a reduction can be assessed; and relevant attitudes and aspirations better known.

In this volume, we ask what happens when the researcher in forms of intimate scholarship is decentered – no longer the focus, but merely one part of an entangled material-discursive formation collectively producing the “results” of the inquiry. In the midst of the current ontological turn in qualitative research, we argue that this form of scholarship offers the opportunity to address directly the question of the post-human subject and generate thinking for the field of qualitative research more broadly. In particular, chapters in this volume highlight ways that researchers of teaching and teacher education practices can advance conversations and knowledge in education while exploring theories with an ontological view of the world as fundamentally multiple, dynamic, fluid, and co-constituted by entangled material and discursive forces. Authors “put to work” post-human, nonlinear, and multiplistic theories and concepts to disrupt and decenter the “I” or researcher-subject in self-focused methodologies, and/or to analyze knowledge and practice as co-produced by multiplicities of human/material and incorporeal elements in which the self is but one temporally “individuated” or “subjectivized” component. In the introduction, we provide brief discussions of intimate scholarship and post-human perspectives, followed by an orientation to the content of the this book.